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Sourcing

Sourcing. Before you read…. Who wrote this? What is the author’s point of 
view? Why was it written? When was it written? (A long time or short time after the event?) Is this source believable? Why? Why not?. Close Reading. What claims does the author make?

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Sourcing

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Presentation Transcript

  1. Sourcing

  2. Before you read… • Who wrote this? • What is the author’s point of 
view? • Why was it written? • When was it written? (A long time or short time after the event?) • Is this source believable? Why? Why not?

  3. Close Reading

  4. What claims does the author make? • What evidence does the author use to support those claims? • How is this document supposed to make me feel? • What words or phrases does the author use to convince me that he/she is right? • What information does the author leave out?

  5. Contextualization

  6. While you read… • What else was going on at the time this was written? • What was it like to be alive at this time? • What things were different back then?  What things were the same? • What would it look like to see this event through the eyes of someone who lived back then?

  7. Corroboration

  8. What do other pieces of evidence say? • Am I finding the same information everywhere? • Am I finding different versions of the story? If yes, why might that be? • Where else could I look to find out about this? • What pieces of evidence are most believable?

  9. Lunch Room Fight

  10. Imagine… • That you are the principal of a school and you just found out that there was a fight in the lunchroom during lunch. You’ve asked many students and teachers who witnessed the fight to write down what they saw and who they think started the fight. Unfortunately, you have received many conflicting accounts that disagree not only as to who started the fight, but also as to who was involved and when the fight even started. It’s important to remember that NO ONE is just plain lying.

  11. On your own… • Why would there be different stories of the event if no one is just plain lying? • What are the different types of people who might have seen this fight? (e.g., friends of those involved; people who don’t know the kids who were fighting; those who were fighting; teachers; students) • What might make one person’s story more believable or plausible than another person’s?

  12. Why might people see or remember things differently? • Who has an interest in one kid getting in trouble instead of another kid? Who was standing where? Could they see the whole event? • The plausibility of the stories themselves (e.g., issues of exaggeration and how the stories fit into what is known about the students’ prior histories). Is the story believable, trustworthy? • Time: Do stories change over time? How might what we remember right after the event differ from what we remember a week later? Does time make the way someone remembers something more or less trustworthy? • Physical Evidence: what kinds might have an effect on what you believe: bruises, missing objects, etc.

  13. Check for Understanding Q. • How does this activity relate back to the study of history? How can we use these steps to uncover the past?

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